All of your work will be assessed on your level of performance on about 25 learning goals. Each goal is broken down into four levels of achievement (see below). Although there are specific criteria for each learning goal, all are based upon how well you can demonstrate and apply your understanding of concepts described in the goal. You will not receive grades for assignments as a whole, but for the particular learning goals that are covered in each piece of work. I will give you a form so you can keep track of your progress. I will assess your performance throughout the semester, but the focus of the assessments (especially those early in the semester) will be used to provide feedback and opportunities for growth, not to assign a grade.
Your semester grade will be based upon your growth and your best work, not simply an average of all the grades.
Exceeds Standard 9.5 or 10
Meets Standard 8.5 or 9
Developing Toward Standard 7.5 or 8
Doesn’t Meet Standard 6, 6.5 or 7
My work consistently demonstrates clear, accurate, detailed and comprehensive understanding of the concepts and I can skillfully apply this knowledge to new situations to solve problems, make judgments, etc.
My work consistently demonstrates an adequate understanding of the concepts and I can apply this knowledge to situations that are similar to those discussed in class, but not consistently to new situations.
My work consistently demonstrates an uneven and shaky understanding of the concepts and I can only apply this knowledge to situations that are similar to those discussed in class.
My work consistently demonstrates an inadequate understanding of the concepts and I have difficulty applying this knowledge to familiar situations, even with teacher guidance.
Responsibility Goals Learning requires you to wrestle with ideas and to construct meaning from the work we do in class. It is essential for you to be actively engaged in class work and discussions. I want you to be aware of how your attitudes and actions contribute to your learning, and to the learning environment in the classroom. I want you to see yourself as part a “learning community” in which all members (including the teacher) are both learners and teachers. To that end, I want you to assess yourself on the two areas in the rubrics below. We will come up with a list of criteria to define the criteria to assess Work Ethic and Class Participation. I will also assess you and you will assess yourselves on these goals. They will be reported on Infinite Campus, but won’t be included in your quarter or semester grades.
Responsibility Goals Rubric
Goal
Exceeds Standard 9.5 or 10
Meets Standard 8.5 or 9
Developing Toward Standard 7.5 or 8
Doesn’t Meet Standard 6, 6.5 or 7
Work Ethic
Consistently strives for excellence
Efforts & work are above average.
Efforts & work are average.
Efforts & work are below average.
Class Participation
Active, appropriate and significant contributor to class community.
Important contributor to class community. Respectful and open.
Neither a positive nor a negative member of class community.
Doesn’t contribute positively to class community. Actions may interfere with other’s learning
Grading: The learning goals will be assessed in 3 major ways: 1. Projects Each semester will include 1-2 projects that allow you to apply your understanding of the physics concepts in the learning goals. The purpose is to allow you to develop a deeper understanding by investigating how these concepts are used in the “real world.”
The first semester project will center on the production and recording of music by electric instruments. We will study Sound and Waves, as well as Electricity and Magnetism, and Energy in the first quarter to give you a the foundation to investigate some aspect of electric music production, playing or recording that interests you. For instance, you may decide to make an electric guitar, investigate and test the dynamics of different styles of microphones, tweak the pickup on an electric violin, compare analog recording to digital sampling, build a woofer, or even investigate the process of making music in a recording studio. You will write and/or present your project near the end of the 1st semester.
2. Quizzes & other Assessments (weekly?) These will be smaller writing pieces that are intended to give you and me feedback about your understanding of the concepts described in the learning goals. These pieces of writing will generally assess 1-3 learning goals.
3. Final Exam: Cumulative semester exam.
Assigning Grades The grades received on work will be reported using rubrics that define your level of achievement (Exceeds Standard, Meets Standard, Developing Toward Standard, Doesn’t Meet Standard) on a scale from 7 to 10 points, as discussed above.
Learning physics like learning to do anything well, develops over time. Your final grade for the semester will not be based a simple average, but will take into account your growth over the semester and your highest level of achievement.
Your grade will be not be based on total points, but on 3 weighted categories: (1) 70% - Learning Goals (2) 20% - Project (3) 10% - Final Exam
Welcome to Mr. Lazere's Physics Page!
Course Policies
Learning Goals
All of your work will be assessed on your level of performance on about 25 learning goals. Each goal is broken down into four levels of achievement (see below). Although there are specific criteria for each learning goal, all are based upon how well you can demonstrate and apply your understanding of concepts described in the goal. You will not receive grades for assignments as a whole, but for the particular learning goals that are covered in each piece of work. I will give you a form so you can keep track of your progress. I will assess your performance throughout the semester, but the focus of the assessments (especially those early in the semester) will be used to provide feedback and opportunities for growth, not to assign a grade.Your semester grade will be based upon your growth and your best work, not simply an average of all the grades.
9.5 or 10
8.5 or 9
7.5 or 8
6, 6.5 or 7
Responsibility Goals
Learning requires you to wrestle with ideas and to construct meaning from the work we do in class. It is essential for you to be actively engaged in class work and discussions. I want you to be aware of how your attitudes and actions contribute to your learning, and to the learning environment in the classroom. I want you to see yourself as part a “learning community” in which all members (including the teacher) are both learners and teachers. To that end, I want you to assess yourself on the two areas in the rubrics below. We will come up with a list of criteria to define the criteria to assess Work Ethic and Class Participation. I will also assess you and you will assess yourselves on these goals. They will be reported on Infinite Campus, but won’t be included in your quarter or semester grades.
Responsibility Goals Rubric
Goal
9.5 or 10
8.5 or 9
7.5 or 8
6, 6.5 or 7
The learning goals will be assessed in 3 major ways:
1. Projects
Each semester will include 1-2 projects that allow you to apply your understanding of the physics concepts in the learning goals. The purpose is to allow you to develop a deeper understanding by investigating how these concepts are used in the “real world.”
The first semester project will center on the production and recording of music by electric instruments. We will study Sound and Waves, as well as Electricity and Magnetism, and Energy in the first quarter to give you a the foundation to investigate some aspect of electric music production, playing or recording that interests you. For instance, you may decide to make an electric guitar, investigate and test the dynamics of different styles of microphones, tweak the pickup on an electric violin, compare analog recording to digital sampling, build a woofer, or even investigate the process of making music in a recording studio. You will write and/or present your project near the end of the 1st semester.
2. Quizzes & other Assessments (weekly?)
These will be smaller writing pieces that are intended to give you and me feedback about your understanding of the concepts described in the learning goals. These pieces of writing will generally assess 1-3 learning goals.
3. Final Exam: Cumulative semester exam.
Assigning Grades
The grades received on work will be reported using rubrics that define your level of achievement (Exceeds Standard, Meets Standard, Developing Toward Standard, Doesn’t Meet Standard) on a scale from 7 to 10 points, as discussed above.
Learning physics like learning to do anything well, develops over time. Your final grade for the semester will not be based a simple average, but will take into account your growth over the semester and your highest level of achievement.
Your grade will be not be based on total points, but on 3 weighted categories:
(1) 70% - Learning Goals (2) 20% - Project (3) 10% - Final Exam
Grading:
Grading Scale.
A+ 100 – 96.5%
A- 92.4 – 89.5%
B+ 89.4 – 86.5%
B 86.4 – 82.5%
B- 82.4 – 79.5%
C+ 79.4 – 76.5%
C 76.4 – 72.5%
C- 72.4 – 69.5%
D+ 69.4 – 56.5%
D 66.4 – 62.5%
D- 62.4 – 59.5%
F <59.5%
Miscellaneous
Cornell Note Taking System:This is a style of note-taking that helps you to use notes to reflect on the concepts discussed in class.
Helpful Websites:The Physics Hypertextbook
The Physics Classroom
Physics Interactive Simulations